Introduction: University students are the future builders of any society, and achieving this goal necessitates ensuring their psychological well-being.
Aim: The present research aimed to develop a structural model of university students’ psychological well-being based on mindfulness and ambiguity tolerance, with the mediating roles of cognitive flexibility and emotion regulation.
Method: The current study employed a descriptive-correlational design using structural equation modeling. The statistical population consisted of all undergraduate students at Islamic Azad University, North Tehran Branch, in 2023, from which a sample of 367 participants was selected using a convenience sampling method. The research instruments comprised Ryff’s Psychological Well-being Scale-Short Form, the Freiburg Mindfulness Inventory (FMI), the Ambiguity Tolerance Scale, the Cognitive Flexibility Inventory, and the Emotion Regulation Questionnaire (ERQ). Structural equation modeling using AMOS software was employed for data analysis.
Results: In the present study, the goodness-of-fit (GFI) indices supported a satisfactory fit of the model to the collected data (χ2/df = 1.945, comparative fit index [CFI] = 0.903, GFI = 0.931, root mean square error of approximation [RMSEA] = 0.059).
Conclusion: The results demonstrated that university students’ psychological well-being was predicted based on mindfulness and ambiguity tolerance, with the mediating roles of cognitive flexibility and emotion regulation. Thus, it is recommended that mindfulness and emotion regulation training courses be held for university students to foster improvements in ambiguity tolerance, cognitive flexibility, and psychological well-being
